THE BORDERLINE BETWEEN SERIOUS GAMES AND SIMULATIONS

Game and simulation-based environments allow trainees to develop motor and cognitive skills as well as provide some very detailed measurement values which in turn provide a feedback mechanism. Additionally, by proving the opportunity to implement different learning methods, and other skills in a safe, fun, engaging, and cost effective manner simulation and game environments are becoming very popular in the fields of health and education. Games and simulations can provide active learning alternatives and lighten the mood and facilitating greater creativity (Khan et al. 2011). On the other hand, simulations generally focus on content rather details of the implementation where as games motivate students and create an interactive, competitive learning environment and their use in medical education is yet to be fully explored (Khan et al. 2011). These features of simulations and games make them popular techniques to be used in teaching of surgical education, training, scientific investigation and several other fields. Several studies have been conducted to improve the benefits of games and simulations for serious purposes such as education and health. Studies show that such environments can improve motor skills of the trainees. There are several studies showing the level of improvement for the motor skills performance required for laparoscopic surgery training. For instance, studies show that improvements in eye-hand coordination, motor and spatial awareness and faster reaction times can be reached through simulations and games in surgical education (Chan et al. 2012). Similarly, studies show that oncology game provides the infrastructure for small group interactivity by stimulating intellectual discussion of oncologic principles (Fukuchi et al. 2000). Hence, both games and simulations provide a better learning of the skills. Studies also show that games often involve focused decision-making, teamwork, multitasking and optimize the knowledge of residents (Chan et al. 2012). Hence studies found in the literature indicate that, game based and simulation based environments some reliable measures to be used for better guidance and feedback. It is also possible to create several different learning opportunities such as self-directed learning, Game Based Learning (GBL) and Problem Based Learning (PBL). They encourage participation, active and effective learning to learners. Games also include many characteristics like an unknown outcome, multiple paths to a goal, construction of problem context, collaboration in the case of multiple players and etc. Games and Simulations are very useful techniques however in the literature there is no exact definition of a game and simulation drawing the borders in between. Hence this causes to some complexities and misunderstandings. Accordingly in this study a definition for simulations and games are searched based on the studies found in the literature. Based on these definitions a borderline for the games and simulations will be provided. Results of study aims to guide the educational technology designers by better defining their education designs and better understanding their affect on the educational environments.